Asli Koculu, Mustafa Sami Topcu


In recent years, integration of engineering design with science teaching has often been preferred more since STEM Education (based on the integration of the science, technology, engineering and mathematics disciplines) has been an integral part of science education in many countries all over the world. Integrating engineering design with science teaching can be complex for science teachers because it has been relatively new and teachers have not been trained enough about it yet. Within this context, it is crucial to raise pre-service science teachers (PSTs) capable of integrating the engineering design process with science teaching effectively because they are implementers of future science teaching. In this manner, the purpose of this study is to explore pre-service science teachers’ (PSTs) engineering design performance development through STEM Education. A case study design was used in the current research. The research group was 20 PSTs who enrolled in ‘STEM Education’ course at a public university in Istanbul, Turkey. The data were collected with open-ended forms including 9 steps of the engineering design process. In the data analysis process, open-ended forms including PSTs’ responses about what they did in every step of engineering design for each STEM practices were analyzed with ‘Engineer’s Notebook Rubric’. Results showed that PSTs’ engineering design performance improved considerably week by week during ‘STEM Education’ course.


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DOI: http://dx.doi.org/10.46827/ejes.v9i10.4486


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